V K Johnson1, J L Michener. 1. Department of Community and Family Medicine, Duke University Medical Center, Durham, NC.
Abstract
BACKGROUND AND OBJECTIVES: While debate surrounds the determinants of medical students' specialty choices, the presence of favorable role models is generally agreed upon as beneficial to students' selection of a specialty. This study assessed the influence of family medicine predoctoral education directors on students' choice of family practice careers. METHODS: A nine-question survey was mailed to 120 predoctoral directors identified by American Academy of Family Physicians' listings; 102 completed forms were returned (85% response). RESULTS: The vast majority (97%) of directors responded that they enjoyed their role, although 14% indicated they did not want the position. Almost half (41%) reported they had extensive training in education, but almost 10% had no formal education training. Time as predoctoral director was often short, with a median of 3.5 years. When responses were linked to institutional rates of graduate entry into family practice, the only significant predictor of student entry into family practice with multivariate analysis was the number of years the predoctoral director had served in that position. CONCLUSION: Long-term service of an interested predoctoral director may assist in successful recruitment of students to family practice.
BACKGROUND AND OBJECTIVES: While debate surrounds the determinants of medical students' specialty choices, the presence of favorable role models is generally agreed upon as beneficial to students' selection of a specialty. This study assessed the influence of family medicine predoctoral education directors on students' choice of family practice careers. METHODS: A nine-question survey was mailed to 120 predoctoral directors identified by American Academy of Family Physicians' listings; 102 completed forms were returned (85% response). RESULTS: The vast majority (97%) of directors responded that they enjoyed their role, although 14% indicated they did not want the position. Almost half (41%) reported they had extensive training in education, but almost 10% had no formal education training. Time as predoctoral director was often short, with a median of 3.5 years. When responses were linked to institutional rates of graduate entry into family practice, the only significant predictor of student entry into family practice with multivariate analysis was the number of years the predoctoral director had served in that position. CONCLUSION: Long-term service of an interested predoctoral director may assist in successful recruitment of students to family practice.